Supporting problem solving and knowledge construction using a dual-mapping learning environment
Problem-Based Learning (PBL) has been widely adopted as an important approach to medical education in order to help students master knowledge by solving authentic problems. However, the effect of PBL on students’ construction of a well-organized knowledge base is found not satisfactory. It is assume...
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ftunivhongkonghu:oai:hub.hku.hk:10722/197136 2023-05-15T16:01:31+02:00 Supporting problem solving and knowledge construction using a dual-mapping learning environment 吴忭 Wu, Bian 2013 https://doi.org/10.5353/th_b5043425 http://hdl.handle.net/10722/197136 eng eng The University of Hong Kong (Pokfulam, Hong Kong) HKU Theses Online (HKUTO) Wu, B. [吴忭]. (2013). Supporting problem solving and knowledge construction using a dual-mapping learning environment. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5043425 doi:10.5353/th_b5043425 b5043425 http://hdl.handle.net/10722/197136 This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. The author retains all proprietary rights, (such as patent rights) and the right to use in future works. CC-BY-NC-ND Problem solving - Computer-assisted instruction Knowledge Theory of PG_Thesis 2013 ftunivhongkonghu https://doi.org/10.5353/th_b5043425 2023-01-14T16:01:29Z Problem-Based Learning (PBL) has been widely adopted as an important approach to medical education in order to help students master knowledge by solving authentic problems. However, the effect of PBL on students’ construction of a well-organized knowledge base is found not satisfactory. It is assumed that learning a concept found in a problem will automatically result in that concept being used to solve other problems, which is not always the case. Knowledge gained from practice is found difficult to retain and reuse as a result of contextualization and dynamic aspects of actual problem-solving practice. Reciprocity between practice and knowledge has been insufficiently investigated in existing studies. The purpose of this study was to address the challenge by aligning knowledge construction with problem solving through the design of a computer-based cognitive tool and implementation of the tool into an online learning environment. The tool consists of the argument mapping technique to represent the problem-solving processes and the concept mapping technique to represent the knowledge constructed from the problem-solving experience, so called dual-mapping tool. This study adopted a design-based research paradigm with two rounds of design and evaluation to explore how the proposed dual-mapping learning (DML) environment could be designed to externalize and connect the problem-solving and knowledge-construction processes and to evaluate how effectively the DML environment could support PBL. The design of the DML environment was underpinned by the cognitive apprenticeship model, which is widely used in situated learning contexts such as PBL. The model highlights the importance of offering an authentic learning context, externalizing complex cognitive processes, and providing expert guidance on learning processes. Accordingly, the proposed DML environment consists of an authentic problem context for exploration, a dual-mapping tool for articulation and reflection of problem-solving and knowledge-construction ... Doctoral or Postdoctoral Thesis DML University of Hong Kong: HKU Scholars Hub |
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Open Polar |
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University of Hong Kong: HKU Scholars Hub |
op_collection_id |
ftunivhongkonghu |
language |
English |
topic |
Problem solving - Computer-assisted instruction Knowledge Theory of |
spellingShingle |
Problem solving - Computer-assisted instruction Knowledge Theory of 吴忭 Wu, Bian Supporting problem solving and knowledge construction using a dual-mapping learning environment |
topic_facet |
Problem solving - Computer-assisted instruction Knowledge Theory of |
description |
Problem-Based Learning (PBL) has been widely adopted as an important approach to medical education in order to help students master knowledge by solving authentic problems. However, the effect of PBL on students’ construction of a well-organized knowledge base is found not satisfactory. It is assumed that learning a concept found in a problem will automatically result in that concept being used to solve other problems, which is not always the case. Knowledge gained from practice is found difficult to retain and reuse as a result of contextualization and dynamic aspects of actual problem-solving practice. Reciprocity between practice and knowledge has been insufficiently investigated in existing studies. The purpose of this study was to address the challenge by aligning knowledge construction with problem solving through the design of a computer-based cognitive tool and implementation of the tool into an online learning environment. The tool consists of the argument mapping technique to represent the problem-solving processes and the concept mapping technique to represent the knowledge constructed from the problem-solving experience, so called dual-mapping tool. This study adopted a design-based research paradigm with two rounds of design and evaluation to explore how the proposed dual-mapping learning (DML) environment could be designed to externalize and connect the problem-solving and knowledge-construction processes and to evaluate how effectively the DML environment could support PBL. The design of the DML environment was underpinned by the cognitive apprenticeship model, which is widely used in situated learning contexts such as PBL. The model highlights the importance of offering an authentic learning context, externalizing complex cognitive processes, and providing expert guidance on learning processes. Accordingly, the proposed DML environment consists of an authentic problem context for exploration, a dual-mapping tool for articulation and reflection of problem-solving and knowledge-construction ... |
format |
Doctoral or Postdoctoral Thesis |
author |
吴忭 Wu, Bian |
author_facet |
吴忭 Wu, Bian |
author_sort |
吴忭 |
title |
Supporting problem solving and knowledge construction using a dual-mapping learning environment |
title_short |
Supporting problem solving and knowledge construction using a dual-mapping learning environment |
title_full |
Supporting problem solving and knowledge construction using a dual-mapping learning environment |
title_fullStr |
Supporting problem solving and knowledge construction using a dual-mapping learning environment |
title_full_unstemmed |
Supporting problem solving and knowledge construction using a dual-mapping learning environment |
title_sort |
supporting problem solving and knowledge construction using a dual-mapping learning environment |
publisher |
The University of Hong Kong (Pokfulam, Hong Kong) |
publishDate |
2013 |
url |
https://doi.org/10.5353/th_b5043425 http://hdl.handle.net/10722/197136 |
genre |
DML |
genre_facet |
DML |
op_relation |
HKU Theses Online (HKUTO) Wu, B. [吴忭]. (2013). Supporting problem solving and knowledge construction using a dual-mapping learning environment. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5043425 doi:10.5353/th_b5043425 b5043425 http://hdl.handle.net/10722/197136 |
op_rights |
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. The author retains all proprietary rights, (such as patent rights) and the right to use in future works. |
op_rightsnorm |
CC-BY-NC-ND |
op_doi |
https://doi.org/10.5353/th_b5043425 |
_version_ |
1766397333567700992 |